When designed properly, concept mapping activities can engage students in meaningful learning. In the process of creating concept maps, students relate new information to more general concepts already held, develop fuller understandings of those general concepts, and recognize new relationships between concepts. Students engage in these activities by linking concepts to subconcepts, describing the relationships with propositions, and creating cross links. The more a concept is understood, the more valid subconcepts, links, and cross links there will be in a students? concept map. It follows then if a student creates a more complex map (a map with more subconcepts, links, and crosslinks), then the student better understands the concept. Further, as Joseph D. Novak and D. Bob Gowin discuss in their book "Learning How to Learn", meaningful learning can occur in the process of identifying relationships, more meaningful learning can occur if a student has tools that support the development of more complex maps. In spring 2003, the use of handheld computers to provide a cheaper alternative to desktop computing was investigated. But the questions became: Would concept maps with handheld computers be as complex as those created with desktop computers? Would students be motivated to use the handheld computers? and Would the teacher react favorably to handheld use? This article discusses: The Lessons; Designing Concept Mapping for Meaningful Learning; Student Reactions; and Teacher Reactions.